Teacher’s Name: Mr. Hatfield Date of Lesson: Lesson #6
Grade Level: 9-Diploma Topic: American Revolution
Objectives
Student will understand that that many different ideas and events led to the idea and execution for independence for the colonies.
Student will know were some of the major events that led to the American Revolution.
Student will be able to propose an argument for and against the idea that it was a reformation, not a revolution.
Maine Learning Results Alignment
Content Area - Social Studies - E. History
Standard Label - E1 Historical knowledge, concepts, themes, and patterns. 9-Diploma. 3. The Revolutionary Era 1754-1783.-Students understand major eras, major enduring themes, and historic influences in U.S. and world history, including the roots of Democratic philosophy, ideals, and institutions in the world.
Grade Level Span – Grade 9 - Diplomas
Performance Indicator(s) - a. Explain that history includes the study of the past based on the examination of primary and secondary sources.
Rationale: This lesson will help students get a better understanding of how the American Revolution took shape and evolved the way it did.
Assessment
Formative (Assessment for Learning)
Both the first and final drafts will be reviewed and assessed by the students working group and the teacher. The first draft will not be officially graded. Students will count on one another for peer assessment and to help build their projects. The teacher will go around the groups while they are initially performing their Tick Tack Toe group exercise and help them with finding the events that should and should not make their master list for their Power Point presentation. Students should be able to work on their wiki presentations in class on their lap tops which will make assessment easier for the teacher and make it convenient for students to help each other throughout the project.
Summative (Assessment of Learning)
The final project will be assessed by a rubric that will be given out on the same day of the assignment and a peer evaluation. For each section of the rubric the student will receive a certain number of designated points for the assignment that will ultimately contribute to the students’ final grades in the class. If project is not completed on time then the students' will be able to finish the project and present during the next class period at a cost of 10% of completed grade. Assessment will give the teacher a relative idea of what information needs to be better presented to the students and what other areas of the assignment could use a different approach.
Integration
English: Proper grammar and good sentence structure will be expected in the Power Point presentation.
Type II Technology: Students will be using their laptops and the internet to research for their wiki article.
Groupings
The students will be split into groups of four by breaking into their winter partners using the seasons grouping worksheet that we completed earlier in the year. The students will then go to their separate groups to do the Tick Tack Toe group exercise and discuss which events and ideas should be included in their individual presentations. Each group will have a designated leader who will make sure that each person speaks when it is their turn and to keep things at reasonable volume. There will also be a time keeper, who will let the group know how much discussion time they have left.
Differentiated Instruction
Strategies
Linguistic: Students will be in debates for most of the lesson.
Logical: Must piece together evidence for both sides of the argument.
Spatial: Students can create a chart or graph to help explain their argument.
Bodily-Kinesthetic: Students will be moving from table to table.
Interpersonal: Students will be debating with other students throughout.
Intrapersonal: Students will create their wiki by themselves.
Modifications/Accommodations
I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
Absent students: If a student is absent for the day they will be able to look at the class wiki online to see what is going to be due the next class period. The student is expected to at least to attempt the listed homework and complete as much as they can. There will be no consequences if the work comes in incomplete from the student not understanding the information but if the students understands the information then the work should be completed. When returning to school it is the students responsibility to see me to go over the lesson they missed and to ask any questions they may have over the assignments or the lesson itself. If the student is going to be absent for an extended period of time they are required to let the teacher know so that special recommendations may be made.
Extensions
Type II Technology- Students will be working on their laptops and on the internet as they try to complete their wiki. The class will also update all of their work onto the class wiki.
Materials, Resources and Technology
Day 1:
Laptop
Textbook
Writing Utensil
Notebook
Rubric
Class Wiki
Source for Lesson Plan and Research
I designed this lesson myself. All other information will be available from the students textbook or they can gather more information from their laptop. Graphic Organizer was found from Education Place. Rubric came from: http://rubistar.4teachers.org/index.php
Maine Standards for Initial Teacher Certification and Rationale
Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.
Rationale: The lesson was taught with the Multiple Intelligence theory in mind and should give equal knowledge to all types of learners. Instruction can be more individualized while students are in groups and especially when they are working by themselves.
• Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.
Rationale: This lesson will help the students realize that sometimes throughout history that certain ideas and events can be called one thing even when they might not actually be what it is being called. Many names that we have for things in the past are usually one sided and we can learn more if we look at things from the other side of the argument.
• Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.
Rationale: In this lesson I use six different learning intelligences (Linguistic, Spatial, Logical, Body-Kinesthetic, Interpersonal, Intrapersonal) to better teach the wide variety of students learning styles in the class. Students also have numerous products at their disposal to help enhance their wiki presentation.
• Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.
Rationale: Throughout the lesson I will be going over students lists of key events and ideas to put into their wiki while they are in their Tick Tack Toe group exercise. The only part of the lesson that will be formally assessed will be the final project of the wiki from a rubric that was handed to the students when I first introduced the lesson.
Teaching and Learning Sequence:
Day 1
Project
Groupings
Project Time
After the class gets settled down into their seats that will be still arranged the same way from the class before, we will attempt the hook of the class where we will compare and contrast different revolutions and reformations throughout history. Much like last class we will make a list on one half of the board that lists some of the major revolutions throughout history and on the other side, some of the reformations. We will dig a little deeper and see what events happened for both areas. Are any of the events similar? What are the biggest differences between a revolution and a reformation? By doing this it will help the students to see multiple sides of the argument. (20 minutes)
Hook, Explore, Rethink, Experience, Tailor: Linguistic, Logical, Interpersonal
After initial questioning by the class we will all break into our winter season groups and work on the Tick Tack Toe group exercise. This exercise will be a somewhat usual game of tick tack toe but for this game to get either an X or and O the student must first guess whether the country or group named went through a revolution or a reformation. This quick game will help the students get a better understanding of what a true revolution and reformation is. If just giving the name and guessing either revolution or reformation we can make the game a little more difficult by giving information of what happened and then having the student guess both the country or people that it happened to and whether it was a revolution or a reformation. (40 minutes)
Equip, What, Why, Where, Tailor: Bodily-Kinesthetic
After the class is done with the Tick Tack Toe group exercise they will go onto the class wiki and chose whether they want to argue that it was a true American Revolution or an American Reformation. If a student chooses to argue that it was actually a reformation they must answer the question of ; Why do you think that we call it a revolution and not a reformation? While the students are working on their wiki’s I will be going around the class answering questions and helping the students write their wikis. If the students do not finish before the end of class their homework will be to complete their wiki before the next class. Each student will also be required to comment on at least three other wiki’s. (20 minutes)
Rethink, Revise, Refine, Evaluate, Tailor: Intrapersonal, Spatial
Content Notes:
Major Revolutions:
Russian
Latin American
French
Ireland
Hungary
Shay’s
American
Major Reformations:
European
Protestant
English
German
Switzerland
Scotland
American?
ref·or·ma·tion
1. the act of reforming; state of being reformed.
2. (initial capital letter) the religious movement in the 16th century that had for its object the reform of the Roman Catholic Church, and that led to the establishment of the Protestant churches.
rev·o·lu·tion
1. an overthrow or repudiation and the thorough replacement of an established government or political system by the people governed.
2. Sociology. a radical and pervasive change in society and the social structure, esp. one made suddenly and often accompanied by violence. Compare social evolution.
3. a sudden, complete or marked change in something: the present revolution in church architecture.
4. a procedure or course, as if in a circuit, back to a starting point.
UMF LESSON PLAN FORMAT
Grade Level: 9-Diploma Topic: American Revolution
Objectives
Student will understand that that many different ideas and events led to the idea and execution for independence for the colonies.
Student will know were some of the major events that led to the American Revolution.
Student will be able to propose an argument for and against the idea that it was a reformation, not a revolution.
Maine Learning Results Alignment
Content Area - Social Studies - E. History
Standard Label - E1 Historical knowledge, concepts, themes, and patterns. 9-Diploma. 3. The Revolutionary Era 1754-1783.-Students understand major eras, major enduring themes, and historic influences in U.S. and world history, including the roots of Democratic philosophy, ideals, and institutions in the world.
Grade Level Span – Grade 9 - Diplomas
Performance Indicator(s) - a. Explain that history includes the study of the past based on the examination of primary and secondary sources.
Rationale: This lesson will help students get a better understanding of how the American Revolution took shape and evolved the way it did.
Assessment
Formative (Assessment for Learning)
Both the first and final drafts will be reviewed and assessed by the students working group and the teacher. The first draft will not be officially graded. Students will count on one another for peer assessment and to help build their projects. The teacher will go around the groups while they are initially performing their Tick Tack Toe group exercise and help them with finding the events that should and should not make their master list for their Power Point presentation. Students should be able to work on their wiki presentations in class on their lap tops which will make assessment easier for the teacher and make it convenient for students to help each other throughout the project.
Summative (Assessment of Learning)
The final project will be assessed by a rubric that will be given out on the same day of the assignment and a peer evaluation. For each section of the rubric the student will receive a certain number of designated points for the assignment that will ultimately contribute to the students’ final grades in the class. If project is not completed on time then the students' will be able to finish the project and present during the next class period at a cost of 10% of completed grade. Assessment will give the teacher a relative idea of what information needs to be better presented to the students and what other areas of the assignment could use a different approach.
Integration
English: Proper grammar and good sentence structure will be expected in the Power Point presentation.
Type II Technology: Students will be using their laptops and the internet to research for their wiki article.
Groupings
The students will be split into groups of four by breaking into their winter partners using the seasons grouping worksheet that we completed earlier in the year. The students will then go to their separate groups to do the Tick Tack Toe group exercise and discuss which events and ideas should be included in their individual presentations. Each group will have a designated leader who will make sure that each person speaks when it is their turn and to keep things at reasonable volume. There will also be a time keeper, who will let the group know how much discussion time they have left.
Differentiated Instruction
Strategies
Linguistic: Students will be in debates for most of the lesson.
Logical: Must piece together evidence for both sides of the argument.
Spatial: Students can create a chart or graph to help explain their argument.
Bodily-Kinesthetic: Students will be moving from table to table.
Interpersonal: Students will be debating with other students throughout.
Intrapersonal: Students will create their wiki by themselves.
Modifications/Accommodations
I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
Absent students: If a student is absent for the day they will be able to look at the class wiki online to see what is going to be due the next class period. The student is expected to at least to attempt the listed homework and complete as much as they can. There will be no consequences if the work comes in incomplete from the student not understanding the information but if the students understands the information then the work should be completed. When returning to school it is the students responsibility to see me to go over the lesson they missed and to ask any questions they may have over the assignments or the lesson itself. If the student is going to be absent for an extended period of time they are required to let the teacher know so that special recommendations may be made.
Extensions
Type II Technology- Students will be working on their laptops and on the internet as they try to complete their wiki. The class will also update all of their work onto the class wiki.
Materials, Resources and Technology
Day 1:
Laptop
Textbook
Writing Utensil
Notebook
Rubric
Class Wiki
Source for Lesson Plan and Research
I designed this lesson myself. All other information will be available from the students textbook or they can gather more information from their laptop. Graphic Organizer was found from Education Place. Rubric came from: http://rubistar.4teachers.org/index.php
Maine Standards for Initial Teacher Certification and Rationale
Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.
Rationale: The lesson was taught with the Multiple Intelligence theory in mind and should give equal knowledge to all types of learners. Instruction can be more individualized while students are in groups and especially when they are working by themselves.
• Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.
Rationale: This lesson will help the students realize that sometimes throughout history that certain ideas and events can be called one thing even when they might not actually be what it is being called. Many names that we have for things in the past are usually one sided and we can learn more if we look at things from the other side of the argument.
• Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.
Rationale: In this lesson I use six different learning intelligences (Linguistic, Spatial, Logical, Body-Kinesthetic, Interpersonal, Intrapersonal) to better teach the wide variety of students learning styles in the class. Students also have numerous products at their disposal to help enhance their wiki presentation.
• Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.
Rationale: Throughout the lesson I will be going over students lists of key events and ideas to put into their wiki while they are in their Tick Tack Toe group exercise. The only part of the lesson that will be formally assessed will be the final project of the wiki from a rubric that was handed to the students when I first introduced the lesson.
Teaching and Learning Sequence:
Day 1
Project
Groupings
Project Time
After the class gets settled down into their seats that will be still arranged the same way from the class before, we will attempt the hook of the class where we will compare and contrast different revolutions and reformations throughout history. Much like last class we will make a list on one half of the board that lists some of the major revolutions throughout history and on the other side, some of the reformations. We will dig a little deeper and see what events happened for both areas. Are any of the events similar? What are the biggest differences between a revolution and a reformation? By doing this it will help the students to see multiple sides of the argument. (20 minutes)
Hook, Explore, Rethink, Experience, Tailor: Linguistic, Logical, Interpersonal
After initial questioning by the class we will all break into our winter season groups and work on the Tick Tack Toe group exercise. This exercise will be a somewhat usual game of tick tack toe but for this game to get either an X or and O the student must first guess whether the country or group named went through a revolution or a reformation. This quick game will help the students get a better understanding of what a true revolution and reformation is. If just giving the name and guessing either revolution or reformation we can make the game a little more difficult by giving information of what happened and then having the student guess both the country or people that it happened to and whether it was a revolution or a reformation. (40 minutes)
Equip, What, Why, Where, Tailor: Bodily-Kinesthetic
After the class is done with the Tick Tack Toe group exercise they will go onto the class wiki and chose whether they want to argue that it was a true American Revolution or an American Reformation. If a student chooses to argue that it was actually a reformation they must answer the question of ; Why do you think that we call it a revolution and not a reformation? While the students are working on their wiki’s I will be going around the class answering questions and helping the students write their wikis. If the students do not finish before the end of class their homework will be to complete their wiki before the next class. Each student will also be required to comment on at least three other wiki’s. (20 minutes)
Rethink, Revise, Refine, Evaluate, Tailor: Intrapersonal, Spatial
Content Notes:
Major Revolutions:
Russian
Latin American
French
Ireland
Hungary
Shay’s
American
Major Reformations:
European
Protestant
English
German
Switzerland
Scotland
American?
http://www.eldrbarry.net/heidel/heidel.htm
http://www.mun.ca/rels/reform/pics/people/people.html
ref·or·ma·tion
1. the act of reforming; state of being reformed.
2. (initial capital letter) the religious movement in the 16th century that had for its object the reform of the Roman Catholic Church, and that led to the establishment of the Protestant churches.
rev·o·lu·tion
1. an overthrow or repudiation and the thorough replacement of an established government or political system by the people governed.
2. Sociology. a radical and pervasive change in society and the social structure, esp. one made suddenly and often accompanied by violence. Compare social evolution.
3. a sudden, complete or marked change in something: the present revolution in church architecture.
4. a procedure or course, as if in a circuit, back to a starting point.